Earl of March Secondary School
Computer Engineering Technology, Grade 11
College/University Preparation (TEJ4M)
Course Description:
This course extends students' understanding of computer systems and computer interfacing with external
devices. Students will assemble computer systems by installing and configuring appropriate hardware and
software, and will learn more about fundamental concepts of electronics, robotics, programming, and networks.
Students will examine related environmental and societal issues, and will explore postsecondary pathways
leading to careers in computer technology.
Prerequisite: Computer Engineering Technology, Grade 11, University/College Preparation
Curriculum:
The major strands and the overall expectations for the course are summarized below.
To learn more about the curriculum follow the link:
http://www.edu.gov.on.ca/eng/curriculum/secondary/2009teched1112curr.pdf
By the end of the course students will. . .
A. Computer Technology Fundamentals
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demonstrate an understanding of internal buses and storage devices, and of advances in computer
technology;
demonstrate an understanding of system optimization and of permissions, attributes, firmware, and
communication standards used in computer systems;
demonstrate an understanding of devices and electronic circuits in interfaces and control systems;
demonstrate an understanding of network addressing and routing;
demonstrate an understanding of computer logic circuits and the representation, manipulation, and
transmission of data by computers.
B. Computer Technology Skills
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build computer systems and connection media to meet specific requirements, using appropriate
procedures, tools, and equipment;
maintain and troubleshoot a variety of computer hardware and software;
design, build, test, and troubleshoot interfaces and other circuits that meet specific design requirements;
design, build, configure, maintain, and troubleshoot networks, and set up various network services for
users;
demonstrate an understanding of programming concepts, and create programs that interact with
external devices.
C. Technology, The Environment, and Society
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analyse environmental issues related to the widespread use of computers and associated technologies,
and apply strategies to reduce environmental harm from computer use;
analyse societal issues related to the widespread use of computers and associated technologies.
D. Professional Practice and Career Opportunities
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explain the importance of safety standards and practices, and use appropriate techniques to avoid health
and safety problems;
describe ethical and security issues related to the use of computers and related technology;
assess career opportunities related to computer technology and electronics, and explain the importance
of postsecondary education and lifelong learning in the computer technology industry.
Textbook
Although there is no official textbook for this course, notes and examples are provided through the handout
folder (accessible at school and from home) and there are numerous websites that can be used as well.
Assessment Strategies
A variety of teaching/assessment strategies to address students’ needs will be used during this course. Formative
assessments will be ongoing throughout the academic year and students will receive descriptive feedback
intended to help them improve their learning. The chart below outlines achievement levels with some quality
descriptors. Levels will be used when assigning marks in this course.
Level
Descriptors
R: not a passable level of achievement
insufficient demonstration of understanding
1: much below the provincial standard
limited understanding, weak, lacking purpose
2: approaching the provincial standard
some understanding, simplistic, somewhat purposeful
3: the provincial standard
considerable understanding, solid, standard, purposeful, effective
4: surpassing the provincial standard
consistent, thorough understanding, in depth, insightful to a purpose, high
degree of effectiveness
Evidence of Student Achievement
Students may demonstrate their understanding of the course material in a wide variety of ways. Evidence of
student achievement may come from observations, conversations, and student products. Student products may
include tests, assignments, performance tasks, and examinations. A balanced combination of a student’s
Knowledge and Understanding, Thinking, Communication, and Application will be assessed. These 4 categories
will not be separately evaluated. Instead, they will be “considered as interrelated, reflecting the wholeness and
interconnectedness of learning.” – from the Ontario Ministry of Education curriculum documents.
Source of Evidence
Observations
Products
Conversations
Tests
Assignments
Tasks
Summative
Task
Final
Examination
Description
The teacher may record evidence of student achievement observed as
students work on investigations in class.
The teacher may record evidence of student achievement elicited during a
conversation with a student
There will be some unit tests on skills based material
Students will complete in-class assignments.
Students will demonstrate their creativity, knowledge and understanding of
the material through in-class performance tasks.
Students will show evidence of their learning by performing a series of tasks
in class that will include many overall expectations of the course.
There will be no final examination in this course.
Earl of March Homework Policy - Helping Learning “Stick”
Learning requires a sincere commitment to work and study. Choosing to do homework is an essential part of a
student’s educational development. Homework helps students improve their academic and study skills, and is
critical in the reinforcement of ideas and concepts presented in class. Also, homework helps students develop
responsibility, independence, perseverance, time management skills and curiosity. The Ontario Curriculum
emphasizes that there is a direct relationship between effort and student achievement. Practice exercises will be
assigned with plenty of class time allotted for their completion. Anything not completed during class time,
should be completed using either the school computer lab during lunch or at home. Students wishing to further
enhance their skills should also take the opportunity to work at lunch on the school computers or at home.
How Can Parents Help?
First of all, don’t panic if you have no experience with computer engineering! You can support your children’s
learning without teaching them. Having a positive attitude towards learning in general and can go a long way.
Consider also that teenagers are often unaware that the pathway to “success” is rarely a straight line; sharing
your own personal experiences of frustration and struggle, perseverance and accomplishment may help your
child see his or her own experiences in a new way. Thirdly, the Internet is full of resources with online tutorials to
help students work through any roadblocks in their learning.